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![BBB3101/BBB3013 ACADEMIC WRITING SKILLS SEMESTER II (2019/2020)
“Real Time” Essay Assignment (25% -120 Marks –CLO3) (10% - 24 Marks –CLO4)
CLO3: RUBRIC FOR REAL TIME ESSAY ASSIGNMENT (25%)
CONTENT
INTRODUCTION
PARAGRAPH
(15 MARKS)
Introduction
[100- 150 words]
• Attention Getter
• Background
information
• Thesis statement
(15-13 marks)
Includes useful,
interesting
background
information; includes
clear thesis; sets up
essay & interests the
reader.
(12-10 marks)
Includes some useful,
interesting background
information; thesis is
somewhat clear;
somewhat sets up
essay & interests the
reader.
(9-7 marks)
Includes little useful,
interesting
background
information; thesis is
vague; does not set
up essay & interests
the reader
(6-4 marks)
Lacks any useful,
interesting
background
information; no
evident thesis; does
not set up essay &
interests the reader
(3-1 mark)
No background
information; no
evident thesis; does
not set up essay &
interests the reader
Content
Language
TOTAL
= /15
= /15
= /30
BODY
PARAGRAPH 1
(15 MARKS)
Main point 1
[200- 250 words]
• Sub point 1
• Sub point 2
• Citation (at least 1
source, 1 citation
per paragraph)
(15-12 marks)
The paragraph
contains a clearly
focused topic
sentence that relates
to the thesis
statement of the
essay.
All elaborations
effectively support
the topic sentence.
(11-8 marks)
The paragraph
contains a topic
sentence that relates
to the thesis
statement.
Most elaborations in
the paragraph are clear
which sufficiently
support the topic
sentence but they are
not particularly
engaging and
interesting
(7-4 marks)
The paragraph does
not have a clear
topic sentence that
relates to the thesis
statement.
Some elaborations
given in the paragraph
are fuzzy and
insufficiently
support the topic
sentence. They are
not engaging and
interesting
(3-1 mark)
There is no
apparent topic
sentence in the
paragraph
Not much
elaborations given
or all elaborations
given in the
paragraph are not
related to the topic
sentence.
(0 mark)
Supporting details
and information are
typically unclear or
not related to the
topic.
Content
Language
TOTAL
= /15
= /15
= /30
Paraphrasing
Reference
In text citation
TOTAL
= /6
= /3
= /3
= /12
BODY
PARAGRAPH 2
(15 MARKS)
Main point 2
[200- 250 words]
• Sub point 1
• Sub point 2
• Citation (at least 1
source, 1 citation
per paragraph)
(15-12 marks)
The paragraph
contains a clearly
focused topic
sentence that relates
to the thesis
statement of the
essay.
All elaborations
effectively support
the topic sentence.
(11-8 marks)
The paragraph
contains a topic
sentence that relates
to the thesis
statement.
Most elaborations in
the paragraph are clear
which sufficiently
support the topic
sentence but they are
not particularly
engaging and
interesting.
(7-4 marks)
The paragraph does
not have a clear
topic sentence that
relates to the thesis
statement.
Some elaborations
given in the paragraph
are fuzzy and
insufficiently
support the topic
sentence. They are
not engaging and
interesting
(3-1 mark)
There is no
apparent topic
sentence in the
paragraph
Not much
elaborations given
or all elaborations
given in the
paragraph are not
related to the topic
sentence.
(0 mark)
Supporting details
and information are
typically unclear or
not related to the
topic.
Content
Language
TOTAL
= /15
= /15
= /30
Paraphrasing
Reference
In text citation
TOTAL
= /6
= /3
= /3
= /12](https://image.slidesharecdn.com/finalessayassignmentrubric1mei2020-231015005458-b90f5a7d/85/FINAL-ESSAY-Assignment-Rubric-1-Mei-2020-pdf-1-320.jpg)
![CONCLUSION
(15 MARKS)
Conclusion
[100- 150 words]
• recap the Thesis
• final comment
(15-13 marks)
Recap the thesis
effectively and has
effective final
comments /
suggestion
/recommendation
addressed to the
reader.
(12-10 marks)
Recap the thesis and
has a quite effective
final comments
/suggestions/
recommendations.
(9-7 marks)
Recap thesis & has
weak, rambling and
ineffective final
comments /
suggestions
/recommendations.
(6-4 marks)
Recap thesis rather
ineffectively and
provide a weak final
comment.
(3-1 mark)
No recap and
includes irrelevant
details.
Content
Language
TOTAL
= /15
= /15
= /30
LANGUAGE
LANGUAGE
(15 MARKS)
(15- 12 marks)
Very good handling of complex grammatical
structures has a combination of sentence
type (simple, complex, compound,
compound-complex).
There are very little mistakes, mostly minor,
but capitalisation, grammar, punctuation,
and spelling are generally secure.
(11-8 marks)
Uses a variety of complex
structures and produces
frequent error-free
sentences. Has good
control of grammar,
spelling and punctuation
but may make a few
errors.
(7-4 marks)
Uses a mix of simple and
complex sentence forms.
Makes some errors in
spelling, grammar,
punctuation and/or word
formation but they do not
impede communication.
(3-1 mark)
Uses only a very limited range of
structures with only rare use of
subordinate clauses.
Has limited control of punctuation, word
formation and/or spelling; errors may
cause strain for the reader.
(0 mark)
Fails to communicate
any message
OR
Does not attempt the
task in any way.
CLO4: RUBRIC FOR CITATION MATRIX (10%)
CLO 4: Reference
Criteria Excellent
3
Average
2-1
Inadequate
0
Paraphrasing/ Summarising
(6 marks)
Accuracy and completeness of content
(3 marks)
The
paraphrase/summary
contains all of the
key ideas in the
original.
The
paraphrase/summary
may omit one of the
key ideas in the
original article or
include a detail or
example.
The
paraphrase/summary
omits key ideas from
the original article or
includes ideas that are
not in the sentence.
Language
(3 marks)
Paraphrase is written
in complete
sentences;
punctuation aids
understanding; all
words spelled
correctly.
One or two (1-2)
errors in spelling,
grammar, or
punctuation.
More than 3 errors in
spelling, grammar, or
punctuation.
In text citation
(3 marks)
In text citation
(3 marks)
In text citation follows
a standard APA
style.
One part of a citation
is missing in one
place.
In text citation is not
done according to the
correct format.
Reference
(3 marks)
Reference
(3 marks)
All parts of the
reference (author,
title, publisher etc.)
are included correctly
using APA style.
One part of a
reference is missing
in one place.
Reference is not done
according to the
correct format.
Last updated: April 20, 2020 (Muhamad Khairul bin Zakaria)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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(0 pts.)
Paper is not submitted.
(1-2 pts.)
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(3-4 pts.)
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(0-3pts.)
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(7-8 pts.)
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(9-10 pts.)
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Transferrable Skills
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(0-4pts.)
Content was not included or incomplete, and/or extremely inaccurate
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Content shows a basic understanding of key ideas, yet includes some inaccuracies.
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Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
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Content was not included or incomplete, and/or extremely inaccurate
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ENGL101
1
2
3
4
Indicate how the grade was determined
100 pts. or %
Unsatisfactory
(D+ or below)
Satisfactory
(C- to C+)
Good
(B- to B+)
Excellent
(A- to A)
Format and Submission:
Inconsistent formatting or no discernible pattern.
(0 – 3.4 points)
Paper formatted with 3 or more errors.
(3.5 – 3.9 points)
Paper formatted correctly with fewer than 3 errors.
(4 – 4.4 points)
Paper is formatted in perfect MLA, APA, or Chicago style (margins, spacing, header, etc.).
(4.5 – 5 points)
5
Introduction and Thesis Statement:
Thesis is irrelevant, unclear, too narrow, or too broad. No serious attempt.
(0 – 6.9 points)
Introduction is mildly engaging, somewhat relates to the
thesis, too short, and is missing elements that connect it organically to the thesis.
(7.0 – 7.9 points)
Introduction is engaging and relates to the thesis but is too short or missing elements that connect it organically to the thesis.
(8.0 – 8.9 points)
Introduction is engaging, properly introduces the thesis statement, and is well developed.
(9 – 10 points)
10
Thesis
Thesis is irrelevant, unclear, too narrow, or too broad. No serious attempt.
(0 – 6.9 points)
Thesis is attempted but has issues with clarity.
(7.0 – 7.9 points)
Thesis articulates the position, scope, and specific elements that will be covered in the essay with some challenges in wording/focus.
(8.0 – 8.9 points)
Thesis clearly articulates the position, scope, and specific elements that will be covered in the essay.
(9 – 10 points)
10
Topic Sentences
Weak transitions and indirect connections characterize poorly-constructed topic sentences.
(0 – 6.9 points)
Body paragraphs’ topic sentences are generic or indirectly connected with thesis.
Characterized by weak transitions.
(7.0 – 7.9 points)
All body paragraphs’ topic sentences coordinate loosely with the thesis, or most of the topic sentences relate directly.
(8.0 – 8.9 points)
All body paragraphs’ topic sentences coordinate closely with the thesis.
(9 – 10 points)
10
Body Paragraphs
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(0 – 10.4 points)
Only one body paragraph is developed. Some sentences support their respective topic sentences.
(10.5 – 11.9 points)
Body paragraphs are fairly developed. Most sentences support their respective topic sentences.
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All body paragraphs are well developed. All sentences support their respective topic sentences.
(14.5 – 15 points)
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Grammar
There are 6 or more grammatical errors present that disrupt understanding of text.
(0 – 6.9 points)
There are 3-5 grammatical errors/patterns present; mild disruption of readability of text.
(7.0 – 7.9 points)
There are 1-2 grammatical errors/patterns present, but they do not hinder readability of text.
(8.0 – 8.9 points)
There are no grammatical errors.
(9 – 10 points)
10
Conclusion
Conclu.
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MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
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ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
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3 to 9 points
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Name:
Literature Review Summary Table
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Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
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1
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
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30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
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CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
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Does not identify the performance management system currently in place.
Identifies but does not describe the performance management system currently in place.
Describes the performance management system currently in place.
Analyzes the performance management system currently in place for its effectiveness using relevant organizational examples.
Explain the formal and informal performance feedback processes.
Does not identify the formal and informal performance feedback processes.
Identifies but does not explain the formal and informal performance feedback processes.
Explains the formal and informal performance feedback processes.
Analyzes the formal and informal performance feedback processes and summarizes possible process improvements for the organization.
Analyze best practices to improve employee performance.
Does not describe best practices to improve employee performance.
Describes but does not analyze best practices to improve employee performance.
Analyzes best practices to improve employee performance.
Analyzes best practices to improve employee performance and cites resources to support the analysis.
Analyze the importance of training to meet organizational needs and performance goals.
Does not describe the importance of training to meet organizational needs and performance goals.
Describes but does not analyze the importance of training to meet organizational needs and performance goals.
Analyzes the importance of training to meet organizational needs and performance goals.
Analyzes the importance of training to meet organizational needs and performance goals and uses organizational examples or resources to support the analysis.
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Does not identify how training and performance management protect an organization from possible litigation.
Identifies but does not explain how training and performance management protect an organization from possible litigation.
Explains how training and performance management protect an organization from possible litigation.
Analyzes how training and performance management protect an organization from possible litigation with supported rationale.
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Inconsistently writes using APA citations and format and use of grammar, usage, and mechanics are inconsistent.
Writes in a professional style using APA citations and format with correct grammar, usage, and mechanics.
Writes exceptionally and in a professional style using APA citations and format, with correct grammar, usage, and mechanics that are error free.
Criteria
Un ...
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Total Points Possible
100
Insufficient/Not Evident
Progressing
Competent
Exemplary
Earned Points
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(10 Max Point Value)
(0-2 pts.)
Content was not included or incomplete, and/or extremely inaccurate
(3-5 pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(6-8 pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(9-10 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
10
Writing is free from spelling and grammar errors. Included an introduction paragraph with thesis, and conclusion paragraph. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation
(20 Max Point Value)
(0-9pts.)
Paper is not submitted or more than 10 errors in English grammar and mechanics observed. No introduction paragraph, thesis, or conclusion paragraph included. Proper writing mechanics were not used.
(10-13 pts.)
6-10 errors in English grammar and mechanics. Missing 2 or more of the following: introduction paragraph with thesis, and conclusion paragraph. Proper writing mechanics somewhat used.
(14-17 pts.)
3-5 errors in English grammar and mechanics, and/or missing 1 or more of the following: introduction paragraph with thesis, and conclusion paragraph. Proper writing mechanics mostly used.
(18-20 pts.)
0-2 errors in English grammar and mechanics. Included an introduction paragraph with thesis, and conclusion paragraph. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation.
20
Paper meets minimum 5-page length requirement. Provided an APA formatted title page
(20 Max Point Value)
(0-9 pts.)
Paper is not submitted.
(10-13 pts.)
Paper is less than 3 pages in length, and/ or no APA title page provided.
(14-17 pts.)
Paper is between 3-4 pages in length and/or no APA title page provided.
(18-20 pts.)
Paper is at least 5 pages in length. APA formatted title page provided.
20
Transferable Skills
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(30 Max Point Value)
(0-9pts.)
Content was not included or incomplete, and/or extremely inaccurate
(10-18pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(19-24pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(25-30 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
30
Communication:
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CIS/331: “Modeling Case” – RESEARCH PAPER
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· Formulated Problem Statement(s);
· Decisions, outcomes, and relationships to the problem;
· How you can simplify the problem;
· What modules you will build to help solve the problem;
· Key relationships in the problem;
· Graphs you will draw;
· Formulas you will use;
· Influence Chart relationships;
· Submit Spreadsheet Model in Microsoft Excel:
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· At least one (1) graph
· One (1) Influence Chart
· Additional Requirements:
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Points: 120
RUBRIC for WRITTEN RESEARCH PAPER
Criteria
4- Exceptional
3 - Satisfactory
2 - Marginal
1-Unsatisfactory
Intro & Title Page Included (Organization)
Title page included; The introduction is inviting, states the main topic and previews the structure of the paper.
Title Page included, and the introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.
Title Page included, but the introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
There is no clear title page and introduction of the main topic or structure of the paper.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions (Organization)
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions clearly show how ideas are connected, but there is little variety.
Some transitions work well; but connections between other ideas are fuzzy.
The transitions between ideas are unclear or nonexistent.
Accuracy of Facts (Content)
All supportive facts are reported accurately.
Almost all supportive facts are reported accurately.
Most supportive facts are reported accurately.
NO facts are reported OR most are inaccurately reported.
S ...
Recommended
TitleABC123 Version X1Museum Website Scavenger Hunt W.docx
Title
ABC/123 Version X
1
Museum Website Scavenger Hunt Worksheet
ARTS/230 Version 6
1
University of Phoenix MaterialMuseum Website Scavenger Hunt Worksheet
You may use the University of Phoenix Material: List of Recommended Websites for Art Museums as a resource for this assignment. Also cite/reference information from your assigned text as well as other resources.
Choose one example of painting, sculpture, or architecture for each of the time periods below from a museum website. Do not mix-and-match different media!
· Middle Ages (400–1300 CE)
· Renaissance (1400–1600 CE)
· Baroque Era (1600–1750 CE)
· Neoclassical Era (1750–1820 CE)
· Romanticism Era (1790–1860 CE)
Complete the following table for each of your selected artworks from each period:
Middle Ages
Renaissance
Baroque
Neoclassical
Romanticism
What is the name of this work of art or architecture?
Where is this work of art or architecture currently? In what museum or location? (Include a URL link)
Why was this work of art created?
In what year was this work of art created?
Where was this art work created?
Who is the artist(s) or architect?
Describe the primary characteristics of art of that period, how each of the following eras of art history reflected its time and why art changed from era to era.
Middle Ages
Renaissance
Baroque
Neoclassical
Romanticism (Include a discussion of how Neoclassicism influenced Romanticism)
REFERENCES
RUBRIC
CONTENT FACTORS (70%)
0-0.4 Points
0.5-0.7 Points
0.8-1.0 Points
1.1-1.4 Points
10 Total Points Possible
Coverage
Discussion of most key elements is missing or unclear
Some key elements are covered, with two or more missing
Most key elements of the assignment are covered well; one or two elements missing or unclear
Exceptional coverage of all key elements of the assignment
Content
Content does not focus primarily on the assignment elements, is neither supported accurately nor delivered persuasively
Content is missing regarding several key elements of assignment; some inaccuracies; arguments or assertions are not always persuasive
Opportunities missed to provide comprehensive content; content is accurate and persuasive overall
Content is comprehensive, accurate and persuasive
Understanding of Theory(ies)
Most examples and language from the theory(ies) are out of context and/or irrelevant to the major point(s); terms are inaccurate and/or irrelevant and not defined
Some examples or uses of language from theory(ies) are out of context and/or irrelevant to the major point(s); terms are not always used correctly and/or defined for the reader
Several examples and some appropriate language from relevant theory(ies); terms used often are described accurately
The writer uses appropriate examples and language from relevant theory(ies) for each major point; terms specific to each theory are described accurately
Analysis
There is little or no analysis of major points; discussion often is irrelevant
Analysis is mi ...
Module 01 Course Project – Legislative ActionTotal Points Possib.docx
Module 01 Course Project – Legislative Action
Total Points Possible
100
Insufficient/Not Evident
Progressing
Competent
Exemplary
Earned Points
Writing is free from spelling and grammar errors. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation
(5 Max Point Value)
(0pts.)
Paper is not submitted or more than 10 errors in English grammar and mechanics observed. Proper writing mechanics were not used.
(1-2 pts.)
6-10 errors in English grammar and mechanics. Proper writing mechanics somewhat used.
(3-4 pts.)
3-5 errors in English grammar and mechanics. Proper writing mechanics mostly used.
(5 pts.)
0-2 errors in English grammar and mechanics. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation.
Paper meets minimum 2-page length requirement (5 Max Point Value)
(0 pts.)
Paper is not submitted.
(1-2 pts.)
Paper is less than 1 page in length
(3-4 pts.)
Paper is between 1-2 pages in length
(5 pts.)
Paper is at least 2 full pages in length.
Included a memo highlighting the key points of each Legislative Action.
(10 Max Point Value)
(0-3pts.)
Content was not included or incomplete, and/or extremely inaccurate
(4-6 pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(7-8 pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(9-10 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
Transferrable Skills
Communication:
Discussed the purpose of each legislative action (15 Max Point Value)
(0-4pts.)
Content was not included or incomplete, and/or extremely inaccurate
(5-8 pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(8-11 pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(12-15 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
Communication:
Described the problem/problems each action is trying to solve or prevent (10 Max Point Value)
(0-3pts.)
Content was not included or incomplete, and/or extremely inaccurate
(4-6 pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(7-8 pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(9-10 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
Communication:
Discussed other viewpoints or opposing viewpoints of each action(10 Max Point Value)
(0-3pts.)
Content was not included or incomplete, and/or extremely inaccurate
(4-6 pts.)
Content shows a basic understandi ...
Basic Grading Criteria ENGL1011234Indicate how the gra.docx
Basic Grading Criteria
ENGL101
1
2
3
4
Indicate how the grade was determined
100 pts. or %
Unsatisfactory
(D+ or below)
Satisfactory
(C- to C+)
Good
(B- to B+)
Excellent
(A- to A)
Format and Submission:
Inconsistent formatting or no discernible pattern.
(0 – 3.4 points)
Paper formatted with 3 or more errors.
(3.5 – 3.9 points)
Paper formatted correctly with fewer than 3 errors.
(4 – 4.4 points)
Paper is formatted in perfect MLA, APA, or Chicago style (margins, spacing, header, etc.).
(4.5 – 5 points)
5
Introduction and Thesis Statement:
Thesis is irrelevant, unclear, too narrow, or too broad. No serious attempt.
(0 – 6.9 points)
Introduction is mildly engaging, somewhat relates to the
thesis, too short, and is missing elements that connect it organically to the thesis.
(7.0 – 7.9 points)
Introduction is engaging and relates to the thesis but is too short or missing elements that connect it organically to the thesis.
(8.0 – 8.9 points)
Introduction is engaging, properly introduces the thesis statement, and is well developed.
(9 – 10 points)
10
Thesis
Thesis is irrelevant, unclear, too narrow, or too broad. No serious attempt.
(0 – 6.9 points)
Thesis is attempted but has issues with clarity.
(7.0 – 7.9 points)
Thesis articulates the position, scope, and specific elements that will be covered in the essay with some challenges in wording/focus.
(8.0 – 8.9 points)
Thesis clearly articulates the position, scope, and specific elements that will be covered in the essay.
(9 – 10 points)
10
Topic Sentences
Weak transitions and indirect connections characterize poorly-constructed topic sentences.
(0 – 6.9 points)
Body paragraphs’ topic sentences are generic or indirectly connected with thesis.
Characterized by weak transitions.
(7.0 – 7.9 points)
All body paragraphs’ topic sentences coordinate loosely with the thesis, or most of the topic sentences relate directly.
(8.0 – 8.9 points)
All body paragraphs’ topic sentences coordinate closely with the thesis.
(9 – 10 points)
10
Body Paragraphs
Body paragraphs are present but are too short and do not support their respective topic sentences.
(0 – 10.4 points)
Only one body paragraph is developed. Some sentences support their respective topic sentences.
(10.5 – 11.9 points)
Body paragraphs are fairly developed. Most sentences support their respective topic sentences.
(12 – 14.3 points)
All body paragraphs are well developed. All sentences support their respective topic sentences.
(14.5 – 15 points)
15
Grammar
There are 6 or more grammatical errors present that disrupt understanding of text.
(0 – 6.9 points)
There are 3-5 grammatical errors/patterns present; mild disruption of readability of text.
(7.0 – 7.9 points)
There are 1-2 grammatical errors/patterns present, but they do not hinder readability of text.
(8.0 – 8.9 points)
There are no grammatical errors.
(9 – 10 points)
10
Conclusion
Conclu.
MSN Evaluation Criteria for Applications and Formal PapersCriteria.docx
MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear
(0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integ ...
Literature Review Summary TableNURS 5052NURS 6052Name .docx
Literature Review Summary Table
NURS 5052/NURS 6052
Name:
Literature Review Summary Table
NURS 6052
Citation
Type of Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Citation
Study
Design Type
Framework/Theory
Setting
Key Concepts/Variables
Findings
Hierarchy of Evidence Level
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
Type of Study:
Design Type:
Framework/Theory:
Concepts:
Independent Variable:
Dependent Variable:
Controlled Variable:
© 2016 Laureate Education Inc.
1
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically a ...
Performance Management and Training Scoring GuideCRITERIA NO.docx
Performance Management and Training Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe the performance management system currently in place.
Does not identify the performance management system currently in place.
Identifies but does not describe the performance management system currently in place.
Describes the performance management system currently in place.
Analyzes the performance management system currently in place for its effectiveness using relevant organizational examples.
Explain the formal and informal performance feedback processes.
Does not identify the formal and informal performance feedback processes.
Identifies but does not explain the formal and informal performance feedback processes.
Explains the formal and informal performance feedback processes.
Analyzes the formal and informal performance feedback processes and summarizes possible process improvements for the organization.
Analyze best practices to improve employee performance.
Does not describe best practices to improve employee performance.
Describes but does not analyze best practices to improve employee performance.
Analyzes best practices to improve employee performance.
Analyzes best practices to improve employee performance and cites resources to support the analysis.
Analyze the importance of training to meet organizational needs and performance goals.
Does not describe the importance of training to meet organizational needs and performance goals.
Describes but does not analyze the importance of training to meet organizational needs and performance goals.
Analyzes the importance of training to meet organizational needs and performance goals.
Analyzes the importance of training to meet organizational needs and performance goals and uses organizational examples or resources to support the analysis.
Explain how training and performance management protect an organization from possible litigation.
Does not identify how training and performance management protect an organization from possible litigation.
Identifies but does not explain how training and performance management protect an organization from possible litigation.
Explains how training and performance management protect an organization from possible litigation.
Analyzes how training and performance management protect an organization from possible litigation with supported rationale.
Write in a professional style using APA citations and format with correct grammar, usage, and mechanics.
Does not write in a professional style using APA citations and format with correct grammar, usage, and mechanics.
Inconsistently writes using APA citations and format and use of grammar, usage, and mechanics are inconsistent.
Writes in a professional style using APA citations and format with correct grammar, usage, and mechanics.
Writes exceptionally and in a professional style using APA citations and format, with correct grammar, usage, and mechanics that are error free.
Criteria
Un ...
Module 05 Course ProjectTotal Points Possible100Insufficient.docx
Module 05 Course Project
Total Points Possible
100
Insufficient/Not Evident
Progressing
Competent
Exemplary
Earned Points
Included one interview
(10 Max Point Value)
(0-2 pts.)
Content was not included or incomplete, and/or extremely inaccurate
(3-5 pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(6-8 pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(9-10 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
10
Writing is free from spelling and grammar errors. Included an introduction paragraph with thesis, and conclusion paragraph. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation
(20 Max Point Value)
(0-9pts.)
Paper is not submitted or more than 10 errors in English grammar and mechanics observed. No introduction paragraph, thesis, or conclusion paragraph included. Proper writing mechanics were not used.
(10-13 pts.)
6-10 errors in English grammar and mechanics. Missing 2 or more of the following: introduction paragraph with thesis, and conclusion paragraph. Proper writing mechanics somewhat used.
(14-17 pts.)
3-5 errors in English grammar and mechanics, and/or missing 1 or more of the following: introduction paragraph with thesis, and conclusion paragraph. Proper writing mechanics mostly used.
(18-20 pts.)
0-2 errors in English grammar and mechanics. Included an introduction paragraph with thesis, and conclusion paragraph. Used proper writing mechanics including proper grammar, sentence structure, transitions, and punctuation.
20
Paper meets minimum 5-page length requirement. Provided an APA formatted title page
(20 Max Point Value)
(0-9 pts.)
Paper is not submitted.
(10-13 pts.)
Paper is less than 3 pages in length, and/ or no APA title page provided.
(14-17 pts.)
Paper is between 3-4 pages in length and/or no APA title page provided.
(18-20 pts.)
Paper is at least 5 pages in length. APA formatted title page provided.
20
Transferable Skills
Critical Thinking:
Discussed the problem, alternative solutions, evaluated the alternatives, discussed selected alternative, and discussed follow-up to determine the effectiveness of decision.
(30 Max Point Value)
(0-9pts.)
Content was not included or incomplete, and/or extremely inaccurate
(10-18pts.)
Content shows a basic understanding of key ideas, yet includes some inaccuracies.
(19-24pts.)
Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations.
(25-30 pts.)
Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations.
30
Communication:
Used proper audience tone for an organization decision-maker (10 Max Point Value)
(0-2 pts.)
Writing is inappropriate, does not use audie ...
CIS 331 – Syllabus (Fall 2013)Modeling Theory– CIS 331.docx
CIS 331 – Syllabus (Fall 2013)
Modeling Theory– CIS 331
(Prerequisite: MAT104 and CIS105)CIS 331 Section #004VA016 (v1138)
CIS/331: “Modeling Case” – RESEARCH PAPER
Requirements:
Select a Case Study from “Modeling Cases” on page #479. Complete the following:
· Submit 3-5 page paper (at least 500 words) in Microsoft Word explaining the following:
· Formulated Problem Statement(s);
· Decisions, outcomes, and relationships to the problem;
· How you can simplify the problem;
· What modules you will build to help solve the problem;
· Key relationships in the problem;
· Graphs you will draw;
· Formulas you will use;
· Influence Chart relationships;
· Submit Spreadsheet Model in Microsoft Excel:
· Spreadsheet Design (Sketch + Final Model)
· At least one (1) graph
· One (1) Influence Chart
· Additional Requirements:
· References & Citations: Minimum of two (2) required
· Cover Sheet & Table of Contents: Required
· Length: 3-5 pages with at least 500 words (including illustrations, cover page and works cited page)
· Margins & Spacing: 1" inch ---left, right, top, and bottom; double-spaced for normal text, single-spaced for long quotes
· Font Style: 12 point (Times New Roman or Courier)
Points: 120
RUBRIC for WRITTEN RESEARCH PAPER
Criteria
4- Exceptional
3 - Satisfactory
2 - Marginal
1-Unsatisfactory
Intro & Title Page Included (Organization)
Title page included; The introduction is inviting, states the main topic and previews the structure of the paper.
Title Page included, and the introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.
Title Page included, but the introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
There is no clear title page and introduction of the main topic or structure of the paper.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Transitions (Organization)
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions clearly show how ideas are connected, but there is little variety.
Some transitions work well; but connections between other ideas are fuzzy.
The transitions between ideas are unclear or nonexistent.
Accuracy of Facts (Content)
All supportive facts are reported accurately.
Almost all supportive facts are reported accurately.
Most supportive facts are reported accurately.
NO facts are reported OR most are inaccurately reported.
S ...
THEO 650 Ethics Research Paper Final Submission Grading RubricCr.docx
THEO 650 Ethics Research Paper Final Submission Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear thesis statement. The topic is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The topic is identified, a thesis statement is provided, and the reader knows generally where the paper is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content, Argumentation, and Evidence
75 to 81 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. The paper applies appropriate methods of argumentation and evidences to defend its thesis. The paper approaches the topic logically and does not contain fallacious argumentation.
68 to 74 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. Argumentation and evidence is given with some depth. The paper approaches the topic logically and contains few mistakes in reasoning.
1 to 67 points
The paper’s topic is broad and does fully meet the requirements for the assignment. Cursory evidence and argumentation is given for main points made throughout the paper.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Grammar
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader fr.
THEO 650 Ethics Research Paper Final Submission Grading RubricCr.docx
THEO 650 Ethics Research Paper Final Submission Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear thesis statement. The topic is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The topic is identified, a thesis statement is provided, and the reader knows generally where the paper is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content, Argumentation, and Evidence
75 to 81 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. The paper applies appropriate methods of argumentation and evidences to defend its thesis. The paper approaches the topic logically and does not contain fallacious argumentation.
68 to 74 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. Argumentation and evidence is given with some depth. The paper approaches the topic logically and contains few mistakes in reasoning.
1 to 67 points
The paper’s topic is broad and does fully meet the requirements for the assignment. Cursory evidence and argumentation is given for main points made throughout the paper.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Grammar
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader fr.
ENG 123 Annotated Bibliography Guidelines and RubricOverview.docx
ENG 123 Annotated Bibliography Guidelines and Rubric
Overview
When engaged in the research process, it is easy to feel overwhelmed by the amount of information you are taking in. Sometimes writers begin to lose track of how the content they are reading will be helpful in supporting the claims they make in their papers or in addressing their research question.
Format
Your completed document should apply either APA or MLA standards (your selection, but use one consistent standard throughout.) The document should be in Microsoft Word format.
Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Intersection of Supporting Topics to Source
Demonstrates topic connection thesis statement’s connection to all supporting points represented by evidence; applies effective pattern of organization throughout
(23-25)
Demonstrates thesis statement’s connection to most supporting points represented by evidence; applies effective pattern of organization throughout
(20-22)
Demonstrates thesis statement’s connection to most supporting points represented by evidence, but applies ineffective pattern of organization throughout
(18-19)
Does not demonstrate thesis statement’s connection to supporting points
(0-17)
25
Summary of Sources
Summaries are concise and include specific discussion of the source and how it was used to support research question
(18-20)
Summaries include specific discussion of the source and how it was used to support research question
(16-17)
Summaries include discussion of the source and how it was used to support research question
(14-15)
Summaries are vague and do not contain explanation of how the source is used to support research question
(0-13)
20
Credibility of Source
Summaries are concise but with specific details that are sufficient for determining the credibility of the author
(18-20)
Summaries include specific details for determining the credibility of the author
(16-17)
Summaries include some details on the credibility of the author but are insufficient for determining credibility
(14-15)
Summaries do not include specific details on the reliability, bias, and background of the author
(0-13)
20
Rules of Grammar
Easy to read with highly effective application of relevant rules of grammar throughout
(18-20)
Easy to read with correct application of relevant rules of grammar; errors ,if any, are minor
(16-17)
Ease of read is impeded by some incorrect application of relevant rules of grammar; errors are moderate
(14-15)
Difficult to read with incorrect application of relevant rules of grammar; errors are frequent and or/severe
(0-13)
20
Syntax
Applies correct syntax in developing sentence structure highly effective to submission throughout
(14-15)
Applies correct syntax in developing sentence structure within submission
(12-13)
Applies correct syntax in developing sentence structure within submission with few errors
(11)
Does not apply correct syntax in developing sentence structure
(0-10)
...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
Rubric DetailA rubric lists grading criteria that instructors us.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: 2015UNDERGRAD_Grading Rubric for General Assignment Grid View List View
Level 1
Level 2
Level 3
Level 4
Level 5
Content
Points Range:
0 (0%) - 23 (23%)
Content is often irrelevant; information may be noticeably incorrect and/or off-topic.
Points Range:
24 (24%) - 27 (27%)
Content is somewhat relevant and informative; may stray off topic a few times.
Points Range:
28 (28%) - 31 (31%)
Content is mostly relevant and informative; may stray off topic one or two times.
Points Range:
32 (32%) - 35 (35%)
Content is relevant and informative; may stray slightly off topic one time.
Points Range:
36 (36%) - 40 (40%)
Content is highly relevant and informative; remains on topic.
Tasks
Points Range:
0 (0%) - 20 (20%)
The assigned tasks may be mostly incomplete or poorly done.
Points Range:
21 (21%) - 24 (24%)
A few areas of the assigned tasks may be missing; completed tasks may need work.
Points Range:
25 (25%) - 27 (27%)
Some areas of the assigned tasks may be missing or incomplete; completed tasks are fairly well done.
Points Range:
28 (28%) - 31 (31%)
Most or all areas of the assigned tasks are addressed and competently completed.
Points Range:
32 (32%) - 35 (35%)
All areas of the assigned tasks are addressed and proficiently completed.
Accuracy
Points Range:
0 (0%) - 8 (8%)
Most of the assignment is clearly inaccurate and lacks attention to detail.
Points Range:
9 (9%) - 10 (10%)
Several areas of the assignment may be slightly lacking in accuracy and/or attention to detail.
Points Range:
11 (11%) - 11 (11%)
Most of the assignment is fairly accurate and shows fair attention to detail.
Points Range:
12 (12%) - 13 (13%)
Most of the assignment is accurate and shows good attention to detail.
Points Range:
14 (14%) - 15 (15%)
Accuracy is excellent and close attention to detail is clearly evident in all parts of the assignment.
Writing Mechanics
Points Range:
0 (0%) - 5 (5%)
Writing lacks clarity and conciseness. May have several serious problems with sentence structure and grammar. Numerous major or minor errors in punctuation and/or spelling. General requirements are not met at all.
Points Range:
6 (6%) - 6 (6%)
Writing lacks clarity and/or conciseness. May have minor problems with sentence structure and some grammatical errors, as well as several minor errors in punctuation and/or spelling. General requirements of the assignment are slightly met.
Points Range:
7 (7%) - 7 (7%)
Writing is somewhat clear and concise. Sentence structure and grammar are fairly strong and mostly correct. Few minor errors in punctuation and/or spelling. General requirements of the assignment are somewhat met.
Points Range:
8 (8%) - 8 (8%)
Writing is mostly clear and concise. Sentence structure and grammar are strong and mostly correct. ...
Evaluative Essay 2 Grading RubricCriteriaLevels of Achievement.docx
Evaluative Essay 2 Grading Rubric
Criteria Levels of Achievement
Content 70% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
Analysis
30 points 30 to27 points
o Thesis statement provides a clear, strong analysis, responding to the topic prompt.
o Paper demonstrates exceptional critical thinking skills.
o Logical presentation of information, body supports the thesis statement.
26 to 21 points
o Thesis statement is clear but could be stronger.
o Paper demonstrates good critical thinking skills.
o Logical presentation with good connections, but could be stronger.
OR
o Thesis statement does not provide a clear analysis.
o OR Thesis statement is evident but misplaced (located somewhere other than the end of the introduction).
o Evidence of critical thinking skills, but analysis could be stronger or more evident.
o Weak logic, or missing connections.
20 to 1 points
o Missing thesis statement.
o Focus of paper is more informative than analytical, with details focusing on the what rather than the why or how.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Support
30 points 30 to 27 points
o Draws from assigned sources for supporting details.
o Provides specific, detailed support.
o Clear connections are made throughout the writing to show how supporting documents prove the main argument.
o No outside sources were consulted or used.
26 to 21 points
o Draws from assigned sources for supporting details, but support could be more specific.
o Connections are made between supporting details and main argument, but these could be more clear.
OR
o Supporting details are provided but connections are largely missing between the supporting details and the main argument.
20 to 1 points
o To include any of the following:
o Supporting details drawn primarily from textbook/lectures, instead of assigned sources.
o OR
o Supporting details merely informative and do not show clear connection to the thesis.
o OR
o Outside sources used in support.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Biblical Evaluation
10 points 10 to 9 points
o Clear, Biblical evaluation provided, drawing from specific Scripture for support.
8 to 7 points
o Biblical evaluation is evident, and some use of Scripture is given for support.
OR
o Attempt at Biblical evaluation is provided, but support could be stronger.
6 to 1 points
o Christian worldview is evident in the writing, and some examples or details may be given, but a specific Biblical evaluation is not evident/clear.
o No Scriptural support
o OR
o Scripture included but connections to evaluation are not evident.
o 0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Structure 30% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
.
Grading rubric Introduction(20 points)0 - 11Presents littl.docx
Grading rubric
Introduction
(20 points)
0 - 11
Presents little to no coherent information on the topic to engage the reader in the paper. Components of the thesis and/or summary of main points may be missing. The point of view may be unclear or too general. Provides no road map for the paper or provides one that does not accurately reflect the paper’s content.
12 - 13
Fails to provide enough background to truly engage the reader in the topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is fairly clear, but several components may be missing. Provides a road map for the paper that may require a lot of work.
14 - 15
Somewhat engages the reader with background information on the paper topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is somewhat clear, but a few components may be missing. Provides a road map for the paper that may need some work.
16 - 17
Mostly engages the reader with some form of creative “hook” and basic background information on the paper topic. Presents the essay’s thesis and a summary of the main points, mostly clarifying the writer’s point of view or interpretation, but a component may be lacking or need work. Provides a fairly clear road map for the paper either in the thesis statement or body of the introduction.
18 - 20
Engages the reader in the topic with some form of creative “hook” (such as a story, quote, example, etc.) and provides a clear background for the topic so that readers can gain an understanding of the purpose of the paper. Clearly presents the essay’s thesis and a summary of the main points that clarify the writer’s point of view. Provides a clear road map for the paper either in the thesis statement or body of introduction.
Quality of Discussion
(45 points)
0 - 26
Unclear, often because thesis is weak or nonexistent. Few to no topic sentences. Little or no evidence of critical thinking. Transitions are weak and often confusing.
27 - 31
Generally unclear, often wanders or jumps around. Little critical thinking is evident. Some transitions may be missing or weak. Several paragraphs may lack strong topic sentences.
32 - 35
Fairly clear and appropriate, although may wander occasionally. Shows an effort to think critically. Some transitions may be weak. A few paragraphs may lack strong topic sentences.
36 - 40
Mostly clear and appropriate, although may wander occasionally. Provides evidence of critical thinking. Transitions are adequate. One or two paragraphs may lack strong topic sentences.
41 - 45
Clear and appropriate. Provides strong evidence of critical thinking. Makes use of excellent transitions. Paragraphs contain strong topic sentences.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly ...
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docx
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
EGR 1403TECHNICAL COMMUNICATIONJOHN W. STRYBOS, P.E.21.docx
EGR 1403
TECHNICAL COMMUNICATION
JOHN W. STRYBOS, P.E.
210-367-3039
[email protected][email protected]
9/28/2015 EGR 1403 1
mailto:[email protected]
mailto:[email protected]
ABET FOLDER IS REQUIRED FOR EACH
STUDENT
• DUE WHEN YOU TAKE THE FINAL EXAM.
• THE ABET FOLDER INCLUDES GRADED
HOMEWORK, QUIZZES, TESTS AND PROJECT.
• THE ABET FOLDER DOES NOT INCLUDE NOTES
AND HANDOUTS.
• Extra credit of an amount to be determined
will be provided for students that turn in a
complete and organized ABET binder.
9/28/2015 CE 4313 2
PROJECT STEPS
DATE Memo
Number
Essay Title Ideas % of Final
Course
Grade
September 16, 2015 1 Brainstorming Several 10%
September 30, 2015 2 Comparison and
Contrast
4 (3 plus
conventional
construction)
10%
October 14, 2015 3 Technical Memo 1 10%
November 18, 2015 4 Technical Memo
with Graphs =
Draft Final Report
1 10%
11/23, 25, 30, 12/1,
2015
Group
Presentation
Presentation 1 10%
December 7 and 9,
2015
Group Final
Report
Final Report 1 10%
Total 1
Presentation
5 Writing
Assignments
60%
9/28/2015 EGR 1403 3
EGR 1403 COURSE GRADING CRITERIA
Due Date ASSIGNMENT % WHAT YOU
EARNED
Quizzes
December 7, and 9, 2015 Written Communication = Final Exam 10
Homework 1 11/02/2015
Homework 2 11/16/2015
Graphical Communication 5
5
Quiz 1 August 31, 2015
Quiz 2 September 2, 2015
Personal responsibility through professional ethics and case
studies.
5
5
Writing Exercises
November 18, 2015 Summary Memorandum, after attending presentation. NO. 5 10
September 30, 2015 Compare and Contrast Memorandum after select writings. NO.
2
10
October 14, 2015 Technical instructions memorandum. NUMBER 3 10
November 18, 2015 Edit technical writing examples with graphs memorandum NO.
4 (Draft Final Report)
10
Team Design Project
September 16, 2015 Brain-storming and background research memorandum NO. 1 10
December 7 and 9, 2015 Formal project design report. (Group Final Report) 10
11/23, 25, 30, 12/1, 2015 Oral and visual presentation with audience participation 10
TOTAL 100
9/28/2015 EGR 1403 4
FINAL PRESENTATION GRADING
CRITERIA
CATEGORY Excellent 4 Good 3 Fair 2 Poor 1
Organization Students present information in logical,
interesting sequence which audience
can follow.
Students present information in
logical sequence which
audience can follow.
Audience has difficulty following
presentation because students
jump around.
Audience cannot understand
presentation because there is
no sequence of information.
Graphics Slides clear and uncluttered with
lettering large enough to be seen.
Diagrams and photos clearly labeled.
Slides clear, but contain a few
distracting transitions or
unnecessary graphics.
Slides too busy or lettering too
small.
Poorly prepared slides which
are hard to read and hard to
follow.
Mechanics Presentation has no misspellings or
grammatical errors.
Presentation has no more than
two misspellings and/or
gram ...
Short Paper Rubric Unacceptable Beginning Developi.docx
Short Paper Rubric
Unacceptable Beginning Developing Accomplished Exemplary Weight
Topic &
Introduction
The topic is
irrelevant to the
specified area and
no introduction is
given
The topic has little
relevancy in the
specified area and the
introduction does not
give any information
about what to expect in
the essay.
The topic has
somewhat
relevancy in the
specified area but
the introduction
provides little
information on
the topic
Relevant topic is
selected but the
introduction provides
too much information
about the topic;
simply like a summary.
The selected topic
is relevant and the
introduction
presents a concise
lead-in to the
paper.
2/20% of
grade
Score 0 5 7 8/9 10
Content
Central purpose or
argument is not
clearly identified.
No analysis is
provided.
Information supports a
central purpose or
argument at times.
Analysis is vague or too
general.
Information
provides
reasonable
support for a
central purpose
or argument most
of the time but is
not able to
display evidence
of a basic analysis
of the
significance of the
topic.
Information provides
reasonable support for
a central purpose all
the time or argument
and displays evidence
of a basic analysis of a
significant topic
Balanced
presentation of
relevant and
legitimate
information that
clearly supports a
central purpose or
argument and
displays evidence
of a thoughtful,
in-depth analysis
of a significant
topic.
3/30% of
grade
Score 0 5 7 8/9 10
Score 0 5 9 12 15
Organization
The writing is not
logically organized.
Most of the time,
ideas fail to make
sense together.
The writing is presented
in a somewhat logical
order. Need a little bit
more efforts in putting
the ideas to make sense
together.
In general, the
writing is
arranged
logically, although
occasionally ideas
fail to make sense
together.
The ideas are arranged
logically to support the
central purpose or
argument. They are
usually clearly linked
to each other.
The ideas are
arranged logically
to support the
purpose or
argument. They
flow smoothly
from one to
another and are
clearly linked to
each other.
2/20% of
grade
Score 0 5 7 8/9 10
Documentation
& Grammar
No references are
documented and
very frequent
grammar and/or
spelling errors.
Minimal references are
documented and a few
grammar and/or
spelling errors.
Most of the
references are
cited but was
poorly
constructed and
more than two
errors in grammar
and/or spelling.
Document most of the
sources with some
care and most of the
sources are properly
cited and only one or
two errors in grammar
and spelling.
Documented all
sources and the
sources are
properly cited and
all grammar and
spelling are
correct.
1/10% of
grade
Score 0 3 5 8 10
Synthesis &
Conclusion
No synthesis and no
findings were
fou.
SCI 115SC Is Evolution True Term Paper Rubric El
SCI 115SC Is Evolution True? Term Paper Rubric
Elements
Criteria Pts
No Evidence (little to no
evidence of element)
Inadequate (does not
meet expectations;
performance is
substandard)
Needs Improvement
(works towards meeting
expectations;
performance needs
improvement
Adequate (meets
expectations;
performance is
satisfactory)
High Quality (Exceeds
expectations;
performance is
outstanding)
Correctness of
Content
(30 points)
There is little to no
evidence of correct
facts.
0-6 points
Many of the facts are
wrong.
7-12 points
Some facts are wrong.
13-18 points
Technical details are
generally correct.
19-24 points
All facts are correct, and
the technical explanation
is both concise and
complete.
25-30 points
/30
Completeness
(30 points)
No attempt at
addressing the assigned
writing tasks;
engagement of readings
is not evident.
0-6 points
Little attempt to address
the assigned writing
tasks; poor attempt to
engage course materials
and readings.
7-12 points
Addressed the tasks but
provided few details and
little evidence of
engagement with course
materials and readings.
Minimal and/or weak
individual response
to/assessment of course
materials and readings,
e.g., nothing beyond
unsubstantiated
opinions.
13-18 points
Addressed the tasks, but
left out some details.
Engagement with course
readings and materials
is evident. Substantiated
individual response
to/assessment of course
materials and readings.
19-24 points
Addressed all tasks
completely. Engagement
with course materials
and readings is clear.
Substantiated individual
responses to and critical
assessment of course
materials and readings
suggestive of
implications, relevancy,
pertinence, significance,
import, etc.
25-30 points
/30
Organization
(20 points)
There is little or no
organization of the
paper’s contents.
0-4 points
There appears to be
some organization of the
paper’s contents.
5-8 points
Organization of the
paper is apparent but
difficult to follow due to
inadequate transitions
and/or rambling format.
9-12 points
The paper can be easily
followed. A combination
of the following is
apparent: basic
transitions are used; a
structured format is
used.
13-16 points
The paper can be easily
followed. A combination
of the following is
apparent: effective
transitions are used; a
professional format is
used.
17-20 points
/20
References
and citations
(10 points)
There are no in-text
citations, no reference
list and direct quotations
are used frequently.
0-2 points
Few to no in-text
citations, reference list is
not properly formatted,
and/or uses direct
quotations.
3-4 points
The paper makes
several mistakes on in-
text citations,
references, or direct
quotations.
5-6 points
The paper is missing in-
text citations ...
Briefing Note Assignment RubricStudent NameWeight 15Stude.docx
Briefing Note Assignment Rubric Student Name:
Weight: 15% Student Number:
Criteria from Associated Course and Unit Outcomes
Unique and Distinguished
(90-100%)
Unique and Distinguished
(80-89%)
Good
(70-79%)
Needs Developing
(65-69%)
Fails to meet requirements /Inadequate
(<64%)
Considerable evidence of original thinking – synthesizes information from high quality sources from and draws own clear, logical, and compelling conclusions; sophisticated ability to analyze, integrate, and extend course concepts; outstanding grasp of subject matter.
Evidence of original thinking – good ability to make appropriate links between course concepts; draws own logical and fairly compelling conclusions from quality information sources; solid grasp of subject matter evident.
Some evidence of original thinking – fair ability to make appropriate links between course concepts; draws own conclusions from information sources; arguments may not always be clear, compelling, or logical; some grasp of subject matter evident.
Minimal to no evidence of original thinking – weak/no ability to draw own conclusions; arguments rarely clear, logical or compelling; little to no capacity to make appropriate links between information sources and course concepts; very little/no credible information sources used to support argument; little to no grasp of subject matter evident.
Impact
Briefing note is engaging, persuasive and moving such that the reader feels compelled to take action and solve the issue immediately.
(18-20 points)
Briefing note is engaging, persuasive. The reader feels action is required to solve the issue now.
(16-17.9 points)
Briefing note is mostly engaging and persuasive. The reader may feel to some degree that action is required to solve the issue in the near future.
(14-15.9 points)
Briefing note is not always engaging and persuasive. The reader feels little motivation to take action and solve the issue in the distant future
(13-13.9 points)
Briefing note is neither engaging nor persuasive. The reader feels little to no motivation to ever take action and solve the issue.
(0-12.9 points)
Quality of Briefing Note
Clear, accurate summary of the topic supported by detailed and relevant discussion in all content areas. Key message clear, and supported by accurate, detailed discussion.
(9-10 points)
Topic summarized well with an accurate and complete discussion evident in all content areas. Key message clear and mostly supported by accurate, detailed discussion.
(8-8.9 points)
Although topic was fairly well-summarized, discussion was not always relevant and sometimes lacked detail in the content areas. Key message could be inferred with support of accompanying discussion.
(7-7.9 points)
Explanations of key areas have several inaccuracies or are incomplete. A few minor key content areas of are missed and/or may have some ambiguity.
(6.5-6.9 points)
Explanations have many inaccuracies and most key content areas are incomplete and.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
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Jose-Rizal-and-Philippine-Nationalism-National-Symbol-2.pptx
To provide details in philippine national symbols
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
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THEO 650 Ethics Research Paper Final Submission Grading RubricCr.docx
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Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear thesis statement. The topic is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The topic is identified, a thesis statement is provided, and the reader knows generally where the paper is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content, Argumentation, and Evidence
75 to 81 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. The paper applies appropriate methods of argumentation and evidences to defend its thesis. The paper approaches the topic logically and does not contain fallacious argumentation.
68 to 74 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. Argumentation and evidence is given with some depth. The paper approaches the topic logically and contains few mistakes in reasoning.
1 to 67 points
The paper’s topic is broad and does fully meet the requirements for the assignment. Cursory evidence and argumentation is given for main points made throughout the paper.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Grammar
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader fr.
THEO 650 Ethics Research Paper Final Submission Grading RubricCr.docx
THEO 650 Ethics Research Paper Final Submission Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear thesis statement. The topic is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The topic is identified, a thesis statement is provided, and the reader knows generally where the paper is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content, Argumentation, and Evidence
75 to 81 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. The paper applies appropriate methods of argumentation and evidences to defend its thesis. The paper approaches the topic logically and does not contain fallacious argumentation.
68 to 74 points
The paper interacts with a specific crucial approach or builds a positive case for an aspect of the resurrection. Argumentation and evidence is given with some depth. The paper approaches the topic logically and contains few mistakes in reasoning.
1 to 67 points
The paper’s topic is broad and does fully meet the requirements for the assignment. Cursory evidence and argumentation is given for main points made throughout the paper.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Grammar
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader fr.
ENG 123 Annotated Bibliography Guidelines and RubricOverview.docx
ENG 123 Annotated Bibliography Guidelines and Rubric
Overview
When engaged in the research process, it is easy to feel overwhelmed by the amount of information you are taking in. Sometimes writers begin to lose track of how the content they are reading will be helpful in supporting the claims they make in their papers or in addressing their research question.
Format
Your completed document should apply either APA or MLA standards (your selection, but use one consistent standard throughout.) The document should be in Microsoft Word format.
Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Intersection of Supporting Topics to Source
Demonstrates topic connection thesis statement’s connection to all supporting points represented by evidence; applies effective pattern of organization throughout
(23-25)
Demonstrates thesis statement’s connection to most supporting points represented by evidence; applies effective pattern of organization throughout
(20-22)
Demonstrates thesis statement’s connection to most supporting points represented by evidence, but applies ineffective pattern of organization throughout
(18-19)
Does not demonstrate thesis statement’s connection to supporting points
(0-17)
25
Summary of Sources
Summaries are concise and include specific discussion of the source and how it was used to support research question
(18-20)
Summaries include specific discussion of the source and how it was used to support research question
(16-17)
Summaries include discussion of the source and how it was used to support research question
(14-15)
Summaries are vague and do not contain explanation of how the source is used to support research question
(0-13)
20
Credibility of Source
Summaries are concise but with specific details that are sufficient for determining the credibility of the author
(18-20)
Summaries include specific details for determining the credibility of the author
(16-17)
Summaries include some details on the credibility of the author but are insufficient for determining credibility
(14-15)
Summaries do not include specific details on the reliability, bias, and background of the author
(0-13)
20
Rules of Grammar
Easy to read with highly effective application of relevant rules of grammar throughout
(18-20)
Easy to read with correct application of relevant rules of grammar; errors ,if any, are minor
(16-17)
Ease of read is impeded by some incorrect application of relevant rules of grammar; errors are moderate
(14-15)
Difficult to read with incorrect application of relevant rules of grammar; errors are frequent and or/severe
(0-13)
20
Syntax
Applies correct syntax in developing sentence structure highly effective to submission throughout
(14-15)
Applies correct syntax in developing sentence structure within submission
(12-13)
Applies correct syntax in developing sentence structure within submission with few errors
(11)
Does not apply correct syntax in developing sentence structure
(0-10)
...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
Rubric DetailA rubric lists grading criteria that instructors us.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: 2015UNDERGRAD_Grading Rubric for General Assignment Grid View List View
Level 1
Level 2
Level 3
Level 4
Level 5
Content
Points Range:
0 (0%) - 23 (23%)
Content is often irrelevant; information may be noticeably incorrect and/or off-topic.
Points Range:
24 (24%) - 27 (27%)
Content is somewhat relevant and informative; may stray off topic a few times.
Points Range:
28 (28%) - 31 (31%)
Content is mostly relevant and informative; may stray off topic one or two times.
Points Range:
32 (32%) - 35 (35%)
Content is relevant and informative; may stray slightly off topic one time.
Points Range:
36 (36%) - 40 (40%)
Content is highly relevant and informative; remains on topic.
Tasks
Points Range:
0 (0%) - 20 (20%)
The assigned tasks may be mostly incomplete or poorly done.
Points Range:
21 (21%) - 24 (24%)
A few areas of the assigned tasks may be missing; completed tasks may need work.
Points Range:
25 (25%) - 27 (27%)
Some areas of the assigned tasks may be missing or incomplete; completed tasks are fairly well done.
Points Range:
28 (28%) - 31 (31%)
Most or all areas of the assigned tasks are addressed and competently completed.
Points Range:
32 (32%) - 35 (35%)
All areas of the assigned tasks are addressed and proficiently completed.
Accuracy
Points Range:
0 (0%) - 8 (8%)
Most of the assignment is clearly inaccurate and lacks attention to detail.
Points Range:
9 (9%) - 10 (10%)
Several areas of the assignment may be slightly lacking in accuracy and/or attention to detail.
Points Range:
11 (11%) - 11 (11%)
Most of the assignment is fairly accurate and shows fair attention to detail.
Points Range:
12 (12%) - 13 (13%)
Most of the assignment is accurate and shows good attention to detail.
Points Range:
14 (14%) - 15 (15%)
Accuracy is excellent and close attention to detail is clearly evident in all parts of the assignment.
Writing Mechanics
Points Range:
0 (0%) - 5 (5%)
Writing lacks clarity and conciseness. May have several serious problems with sentence structure and grammar. Numerous major or minor errors in punctuation and/or spelling. General requirements are not met at all.
Points Range:
6 (6%) - 6 (6%)
Writing lacks clarity and/or conciseness. May have minor problems with sentence structure and some grammatical errors, as well as several minor errors in punctuation and/or spelling. General requirements of the assignment are slightly met.
Points Range:
7 (7%) - 7 (7%)
Writing is somewhat clear and concise. Sentence structure and grammar are fairly strong and mostly correct. Few minor errors in punctuation and/or spelling. General requirements of the assignment are somewhat met.
Points Range:
8 (8%) - 8 (8%)
Writing is mostly clear and concise. Sentence structure and grammar are strong and mostly correct. ...
Evaluative Essay 2 Grading RubricCriteriaLevels of Achievement.docx
Evaluative Essay 2 Grading Rubric
Criteria Levels of Achievement
Content 70% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
Analysis
30 points 30 to27 points
o Thesis statement provides a clear, strong analysis, responding to the topic prompt.
o Paper demonstrates exceptional critical thinking skills.
o Logical presentation of information, body supports the thesis statement.
26 to 21 points
o Thesis statement is clear but could be stronger.
o Paper demonstrates good critical thinking skills.
o Logical presentation with good connections, but could be stronger.
OR
o Thesis statement does not provide a clear analysis.
o OR Thesis statement is evident but misplaced (located somewhere other than the end of the introduction).
o Evidence of critical thinking skills, but analysis could be stronger or more evident.
o Weak logic, or missing connections.
20 to 1 points
o Missing thesis statement.
o Focus of paper is more informative than analytical, with details focusing on the what rather than the why or how.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Support
30 points 30 to 27 points
o Draws from assigned sources for supporting details.
o Provides specific, detailed support.
o Clear connections are made throughout the writing to show how supporting documents prove the main argument.
o No outside sources were consulted or used.
26 to 21 points
o Draws from assigned sources for supporting details, but support could be more specific.
o Connections are made between supporting details and main argument, but these could be more clear.
OR
o Supporting details are provided but connections are largely missing between the supporting details and the main argument.
20 to 1 points
o To include any of the following:
o Supporting details drawn primarily from textbook/lectures, instead of assigned sources.
o OR
o Supporting details merely informative and do not show clear connection to the thesis.
o OR
o Outside sources used in support.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Biblical Evaluation
10 points 10 to 9 points
o Clear, Biblical evaluation provided, drawing from specific Scripture for support.
8 to 7 points
o Biblical evaluation is evident, and some use of Scripture is given for support.
OR
o Attempt at Biblical evaluation is provided, but support could be stronger.
6 to 1 points
o Christian worldview is evident in the writing, and some examples or details may be given, but a specific Biblical evaluation is not evident/clear.
o No Scriptural support
o OR
o Scripture included but connections to evaluation are not evident.
o 0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Structure 30% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
.
Grading rubric Introduction(20 points)0 - 11Presents littl.docx
Grading rubric
Introduction
(20 points)
0 - 11
Presents little to no coherent information on the topic to engage the reader in the paper. Components of the thesis and/or summary of main points may be missing. The point of view may be unclear or too general. Provides no road map for the paper or provides one that does not accurately reflect the paper’s content.
12 - 13
Fails to provide enough background to truly engage the reader in the topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is fairly clear, but several components may be missing. Provides a road map for the paper that may require a lot of work.
14 - 15
Somewhat engages the reader with background information on the paper topic. Presents the essay’s thesis and a summary of main points so that the writer’s point of view or interpretation is somewhat clear, but a few components may be missing. Provides a road map for the paper that may need some work.
16 - 17
Mostly engages the reader with some form of creative “hook” and basic background information on the paper topic. Presents the essay’s thesis and a summary of the main points, mostly clarifying the writer’s point of view or interpretation, but a component may be lacking or need work. Provides a fairly clear road map for the paper either in the thesis statement or body of the introduction.
18 - 20
Engages the reader in the topic with some form of creative “hook” (such as a story, quote, example, etc.) and provides a clear background for the topic so that readers can gain an understanding of the purpose of the paper. Clearly presents the essay’s thesis and a summary of the main points that clarify the writer’s point of view. Provides a clear road map for the paper either in the thesis statement or body of introduction.
Quality of Discussion
(45 points)
0 - 26
Unclear, often because thesis is weak or nonexistent. Few to no topic sentences. Little or no evidence of critical thinking. Transitions are weak and often confusing.
27 - 31
Generally unclear, often wanders or jumps around. Little critical thinking is evident. Some transitions may be missing or weak. Several paragraphs may lack strong topic sentences.
32 - 35
Fairly clear and appropriate, although may wander occasionally. Shows an effort to think critically. Some transitions may be weak. A few paragraphs may lack strong topic sentences.
36 - 40
Mostly clear and appropriate, although may wander occasionally. Provides evidence of critical thinking. Transitions are adequate. One or two paragraphs may lack strong topic sentences.
41 - 45
Clear and appropriate. Provides strong evidence of critical thinking. Makes use of excellent transitions. Paragraphs contain strong topic sentences.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly ...
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docx
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
EGR 1403TECHNICAL COMMUNICATIONJOHN W. STRYBOS, P.E.21.docx
EGR 1403
TECHNICAL COMMUNICATION
JOHN W. STRYBOS, P.E.
210-367-3039
[email protected][email protected]
9/28/2015 EGR 1403 1
mailto:[email protected]
mailto:[email protected]
ABET FOLDER IS REQUIRED FOR EACH
STUDENT
• DUE WHEN YOU TAKE THE FINAL EXAM.
• THE ABET FOLDER INCLUDES GRADED
HOMEWORK, QUIZZES, TESTS AND PROJECT.
• THE ABET FOLDER DOES NOT INCLUDE NOTES
AND HANDOUTS.
• Extra credit of an amount to be determined
will be provided for students that turn in a
complete and organized ABET binder.
9/28/2015 CE 4313 2
PROJECT STEPS
DATE Memo
Number
Essay Title Ideas % of Final
Course
Grade
September 16, 2015 1 Brainstorming Several 10%
September 30, 2015 2 Comparison and
Contrast
4 (3 plus
conventional
construction)
10%
October 14, 2015 3 Technical Memo 1 10%
November 18, 2015 4 Technical Memo
with Graphs =
Draft Final Report
1 10%
11/23, 25, 30, 12/1,
2015
Group
Presentation
Presentation 1 10%
December 7 and 9,
2015
Group Final
Report
Final Report 1 10%
Total 1
Presentation
5 Writing
Assignments
60%
9/28/2015 EGR 1403 3
EGR 1403 COURSE GRADING CRITERIA
Due Date ASSIGNMENT % WHAT YOU
EARNED
Quizzes
December 7, and 9, 2015 Written Communication = Final Exam 10
Homework 1 11/02/2015
Homework 2 11/16/2015
Graphical Communication 5
5
Quiz 1 August 31, 2015
Quiz 2 September 2, 2015
Personal responsibility through professional ethics and case
studies.
5
5
Writing Exercises
November 18, 2015 Summary Memorandum, after attending presentation. NO. 5 10
September 30, 2015 Compare and Contrast Memorandum after select writings. NO.
2
10
October 14, 2015 Technical instructions memorandum. NUMBER 3 10
November 18, 2015 Edit technical writing examples with graphs memorandum NO.
4 (Draft Final Report)
10
Team Design Project
September 16, 2015 Brain-storming and background research memorandum NO. 1 10
December 7 and 9, 2015 Formal project design report. (Group Final Report) 10
11/23, 25, 30, 12/1, 2015 Oral and visual presentation with audience participation 10
TOTAL 100
9/28/2015 EGR 1403 4
FINAL PRESENTATION GRADING
CRITERIA
CATEGORY Excellent 4 Good 3 Fair 2 Poor 1
Organization Students present information in logical,
interesting sequence which audience
can follow.
Students present information in
logical sequence which
audience can follow.
Audience has difficulty following
presentation because students
jump around.
Audience cannot understand
presentation because there is
no sequence of information.
Graphics Slides clear and uncluttered with
lettering large enough to be seen.
Diagrams and photos clearly labeled.
Slides clear, but contain a few
distracting transitions or
unnecessary graphics.
Slides too busy or lettering too
small.
Poorly prepared slides which
are hard to read and hard to
follow.
Mechanics Presentation has no misspellings or
grammatical errors.
Presentation has no more than
two misspellings and/or
gram ...
Short Paper Rubric Unacceptable Beginning Developi.docx
Short Paper Rubric
Unacceptable Beginning Developing Accomplished Exemplary Weight
Topic &
Introduction
The topic is
irrelevant to the
specified area and
no introduction is
given
The topic has little
relevancy in the
specified area and the
introduction does not
give any information
about what to expect in
the essay.
The topic has
somewhat
relevancy in the
specified area but
the introduction
provides little
information on
the topic
Relevant topic is
selected but the
introduction provides
too much information
about the topic;
simply like a summary.
The selected topic
is relevant and the
introduction
presents a concise
lead-in to the
paper.
2/20% of
grade
Score 0 5 7 8/9 10
Content
Central purpose or
argument is not
clearly identified.
No analysis is
provided.
Information supports a
central purpose or
argument at times.
Analysis is vague or too
general.
Information
provides
reasonable
support for a
central purpose
or argument most
of the time but is
not able to
display evidence
of a basic analysis
of the
significance of the
topic.
Information provides
reasonable support for
a central purpose all
the time or argument
and displays evidence
of a basic analysis of a
significant topic
Balanced
presentation of
relevant and
legitimate
information that
clearly supports a
central purpose or
argument and
displays evidence
of a thoughtful,
in-depth analysis
of a significant
topic.
3/30% of
grade
Score 0 5 7 8/9 10
Score 0 5 9 12 15
Organization
The writing is not
logically organized.
Most of the time,
ideas fail to make
sense together.
The writing is presented
in a somewhat logical
order. Need a little bit
more efforts in putting
the ideas to make sense
together.
In general, the
writing is
arranged
logically, although
occasionally ideas
fail to make sense
together.
The ideas are arranged
logically to support the
central purpose or
argument. They are
usually clearly linked
to each other.
The ideas are
arranged logically
to support the
purpose or
argument. They
flow smoothly
from one to
another and are
clearly linked to
each other.
2/20% of
grade
Score 0 5 7 8/9 10
Documentation
& Grammar
No references are
documented and
very frequent
grammar and/or
spelling errors.
Minimal references are
documented and a few
grammar and/or
spelling errors.
Most of the
references are
cited but was
poorly
constructed and
more than two
errors in grammar
and/or spelling.
Document most of the
sources with some
care and most of the
sources are properly
cited and only one or
two errors in grammar
and spelling.
Documented all
sources and the
sources are
properly cited and
all grammar and
spelling are
correct.
1/10% of
grade
Score 0 3 5 8 10
Synthesis &
Conclusion
No synthesis and no
findings were
fou.
SCI 115SC Is Evolution True Term Paper Rubric El
SCI 115SC Is Evolution True? Term Paper Rubric
Elements
Criteria Pts
No Evidence (little to no
evidence of element)
Inadequate (does not
meet expectations;
performance is
substandard)
Needs Improvement
(works towards meeting
expectations;
performance needs
improvement
Adequate (meets
expectations;
performance is
satisfactory)
High Quality (Exceeds
expectations;
performance is
outstanding)
Correctness of
Content
(30 points)
There is little to no
evidence of correct
facts.
0-6 points
Many of the facts are
wrong.
7-12 points
Some facts are wrong.
13-18 points
Technical details are
generally correct.
19-24 points
All facts are correct, and
the technical explanation
is both concise and
complete.
25-30 points
/30
Completeness
(30 points)
No attempt at
addressing the assigned
writing tasks;
engagement of readings
is not evident.
0-6 points
Little attempt to address
the assigned writing
tasks; poor attempt to
engage course materials
and readings.
7-12 points
Addressed the tasks but
provided few details and
little evidence of
engagement with course
materials and readings.
Minimal and/or weak
individual response
to/assessment of course
materials and readings,
e.g., nothing beyond
unsubstantiated
opinions.
13-18 points
Addressed the tasks, but
left out some details.
Engagement with course
readings and materials
is evident. Substantiated
individual response
to/assessment of course
materials and readings.
19-24 points
Addressed all tasks
completely. Engagement
with course materials
and readings is clear.
Substantiated individual
responses to and critical
assessment of course
materials and readings
suggestive of
implications, relevancy,
pertinence, significance,
import, etc.
25-30 points
/30
Organization
(20 points)
There is little or no
organization of the
paper’s contents.
0-4 points
There appears to be
some organization of the
paper’s contents.
5-8 points
Organization of the
paper is apparent but
difficult to follow due to
inadequate transitions
and/or rambling format.
9-12 points
The paper can be easily
followed. A combination
of the following is
apparent: basic
transitions are used; a
structured format is
used.
13-16 points
The paper can be easily
followed. A combination
of the following is
apparent: effective
transitions are used; a
professional format is
used.
17-20 points
/20
References
and citations
(10 points)
There are no in-text
citations, no reference
list and direct quotations
are used frequently.
0-2 points
Few to no in-text
citations, reference list is
not properly formatted,
and/or uses direct
quotations.
3-4 points
The paper makes
several mistakes on in-
text citations,
references, or direct
quotations.
5-6 points
The paper is missing in-
text citations ...
Briefing Note Assignment RubricStudent NameWeight 15Stude.docx
Briefing Note Assignment Rubric Student Name:
Weight: 15% Student Number:
Criteria from Associated Course and Unit Outcomes
Unique and Distinguished
(90-100%)
Unique and Distinguished
(80-89%)
Good
(70-79%)
Needs Developing
(65-69%)
Fails to meet requirements /Inadequate
(<64%)
Considerable evidence of original thinking – synthesizes information from high quality sources from and draws own clear, logical, and compelling conclusions; sophisticated ability to analyze, integrate, and extend course concepts; outstanding grasp of subject matter.
Evidence of original thinking – good ability to make appropriate links between course concepts; draws own logical and fairly compelling conclusions from quality information sources; solid grasp of subject matter evident.
Some evidence of original thinking – fair ability to make appropriate links between course concepts; draws own conclusions from information sources; arguments may not always be clear, compelling, or logical; some grasp of subject matter evident.
Minimal to no evidence of original thinking – weak/no ability to draw own conclusions; arguments rarely clear, logical or compelling; little to no capacity to make appropriate links between information sources and course concepts; very little/no credible information sources used to support argument; little to no grasp of subject matter evident.
Impact
Briefing note is engaging, persuasive and moving such that the reader feels compelled to take action and solve the issue immediately.
(18-20 points)
Briefing note is engaging, persuasive. The reader feels action is required to solve the issue now.
(16-17.9 points)
Briefing note is mostly engaging and persuasive. The reader may feel to some degree that action is required to solve the issue in the near future.
(14-15.9 points)
Briefing note is not always engaging and persuasive. The reader feels little motivation to take action and solve the issue in the distant future
(13-13.9 points)
Briefing note is neither engaging nor persuasive. The reader feels little to no motivation to ever take action and solve the issue.
(0-12.9 points)
Quality of Briefing Note
Clear, accurate summary of the topic supported by detailed and relevant discussion in all content areas. Key message clear, and supported by accurate, detailed discussion.
(9-10 points)
Topic summarized well with an accurate and complete discussion evident in all content areas. Key message clear and mostly supported by accurate, detailed discussion.
(8-8.9 points)
Although topic was fairly well-summarized, discussion was not always relevant and sometimes lacked detail in the content areas. Key message could be inferred with support of accompanying discussion.
(7-7.9 points)
Explanations of key areas have several inaccuracies or are incomplete. A few minor key content areas of are missed and/or may have some ambiguity.
(6.5-6.9 points)
Explanations have many inaccuracies and most key content areas are incomplete and.
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FINAL ESSAY Assignment Rubric 1 Mei 2020.pdf
- 1. BBB3101/BBB3013 ACADEMIC WRITING SKILLS SEMESTER II (2019/2020) “Real Time” Essay Assignment (25% -120 Marks –CLO3) (10% - 24 Marks –CLO4) CLO3: RUBRIC FOR REAL TIME ESSAY ASSIGNMENT (25%) CONTENT INTRODUCTION PARAGRAPH (15 MARKS) Introduction [100- 150 words] • Attention Getter • Background information • Thesis statement (15-13 marks) Includes useful, interesting background information; includes clear thesis; sets up essay & interests the reader. (12-10 marks) Includes some useful, interesting background information; thesis is somewhat clear; somewhat sets up essay & interests the reader. (9-7 marks) Includes little useful, interesting background information; thesis is vague; does not set up essay & interests the reader (6-4 marks) Lacks any useful, interesting background information; no evident thesis; does not set up essay & interests the reader (3-1 mark) No background information; no evident thesis; does not set up essay & interests the reader Content Language TOTAL = /15 = /15 = /30 BODY PARAGRAPH 1 (15 MARKS) Main point 1 [200- 250 words] • Sub point 1 • Sub point 2 • Citation (at least 1 source, 1 citation per paragraph) (15-12 marks) The paragraph contains a clearly focused topic sentence that relates to the thesis statement of the essay. All elaborations effectively support the topic sentence. (11-8 marks) The paragraph contains a topic sentence that relates to the thesis statement. Most elaborations in the paragraph are clear which sufficiently support the topic sentence but they are not particularly engaging and interesting (7-4 marks) The paragraph does not have a clear topic sentence that relates to the thesis statement. Some elaborations given in the paragraph are fuzzy and insufficiently support the topic sentence. They are not engaging and interesting (3-1 mark) There is no apparent topic sentence in the paragraph Not much elaborations given or all elaborations given in the paragraph are not related to the topic sentence. (0 mark) Supporting details and information are typically unclear or not related to the topic. Content Language TOTAL = /15 = /15 = /30 Paraphrasing Reference In text citation TOTAL = /6 = /3 = /3 = /12 BODY PARAGRAPH 2 (15 MARKS) Main point 2 [200- 250 words] • Sub point 1 • Sub point 2 • Citation (at least 1 source, 1 citation per paragraph) (15-12 marks) The paragraph contains a clearly focused topic sentence that relates to the thesis statement of the essay. All elaborations effectively support the topic sentence. (11-8 marks) The paragraph contains a topic sentence that relates to the thesis statement. Most elaborations in the paragraph are clear which sufficiently support the topic sentence but they are not particularly engaging and interesting. (7-4 marks) The paragraph does not have a clear topic sentence that relates to the thesis statement. Some elaborations given in the paragraph are fuzzy and insufficiently support the topic sentence. They are not engaging and interesting (3-1 mark) There is no apparent topic sentence in the paragraph Not much elaborations given or all elaborations given in the paragraph are not related to the topic sentence. (0 mark) Supporting details and information are typically unclear or not related to the topic. Content Language TOTAL = /15 = /15 = /30 Paraphrasing Reference In text citation TOTAL = /6 = /3 = /3 = /12
- 2. CONCLUSION (15 MARKS) Conclusion [100- 150 words] • recap the Thesis • final comment (15-13 marks) Recap the thesis effectively and has effective final comments / suggestion /recommendation addressed to the reader. (12-10 marks) Recap the thesis and has a quite effective final comments /suggestions/ recommendations. (9-7 marks) Recap thesis & has weak, rambling and ineffective final comments / suggestions /recommendations. (6-4 marks) Recap thesis rather ineffectively and provide a weak final comment. (3-1 mark) No recap and includes irrelevant details. Content Language TOTAL = /15 = /15 = /30 LANGUAGE LANGUAGE (15 MARKS) (15- 12 marks) Very good handling of complex grammatical structures has a combination of sentence type (simple, complex, compound, compound-complex). There are very little mistakes, mostly minor, but capitalisation, grammar, punctuation, and spelling are generally secure. (11-8 marks) Uses a variety of complex structures and produces frequent error-free sentences. Has good control of grammar, spelling and punctuation but may make a few errors. (7-4 marks) Uses a mix of simple and complex sentence forms. Makes some errors in spelling, grammar, punctuation and/or word formation but they do not impede communication. (3-1 mark) Uses only a very limited range of structures with only rare use of subordinate clauses. Has limited control of punctuation, word formation and/or spelling; errors may cause strain for the reader. (0 mark) Fails to communicate any message OR Does not attempt the task in any way. CLO4: RUBRIC FOR CITATION MATRIX (10%) CLO 4: Reference Criteria Excellent 3 Average 2-1 Inadequate 0 Paraphrasing/ Summarising (6 marks) Accuracy and completeness of content (3 marks) The paraphrase/summary contains all of the key ideas in the original. The paraphrase/summary may omit one of the key ideas in the original article or include a detail or example. The paraphrase/summary omits key ideas from the original article or includes ideas that are not in the sentence. Language (3 marks) Paraphrase is written in complete sentences; punctuation aids understanding; all words spelled correctly. One or two (1-2) errors in spelling, grammar, or punctuation. More than 3 errors in spelling, grammar, or punctuation. In text citation (3 marks) In text citation (3 marks) In text citation follows a standard APA style. One part of a citation is missing in one place. In text citation is not done according to the correct format. Reference (3 marks) Reference (3 marks) All parts of the reference (author, title, publisher etc.) are included correctly using APA style. One part of a reference is missing in one place. Reference is not done according to the correct format. Last updated: April 20, 2020 (Muhamad Khairul bin Zakaria)